2024 National Teacher Institute

Summer Professional Learning Tailored for Math Educators

Registration NOW OPEN!

June 24-28, 2024

Westminster University, Salt Lake City, UT

Taking place on the beautiful campus of Westminster University, CPM’s National Teacher Institute provides a wide range of learning opportunities for teachers new to CPM, teachers with CPM experience, and leaders supporting those teachers in their implementation of CPM. Participants attending this event will have the chance to network and explore content with other educators of the same course, all the while collaborating to improve their pedagogy. Add in Westminster’s Sugar House campus with access to the Rocky Mountains, downtown Salt Lake City, and many of Utah’s natural wonders, and you just may feel like you are on a little getaway instead of at a professional learning event!

Any questions or concerns, please reach out to Sara Thompson, Regional Professional Learning Coordinator.

The registration fee for each event includes:

  • Facilities at Westminster University
  • Professional Learning and learning materials/supplies
  • National Teacher Institute 2024 t-shirt
  • Follow-up communication and support from event facilitator(s)
  • Coffee, lunch, and snacks each day of your registered event

The registration fee does not include:

  • Transportation or Lodging


A CPM room block is available at SpringHill Suites in the Salt Lake City Sugar House area. Participants are responsible for securing their own lodging, if needed.

  • SpringHill Suites Salt Lake City Sugar House
    • 2206 South 1300 East, Salt Lake City, UT 84106
    • Book online or call 385-297-8300 and reference CPM Educational Program when making the reservation. 
    • The group rate is available until May 23, 2024. Once the room is secured with a credit card, free cancellation is possible up until 24 hours prior to check-in.
  • SpringHill Suites is located off campus and is a 15-minute walk to Westminster. There are many other hotels and Airbnbs in the area if participants wish to stay elsewhere. Please account for transportation to Westminster each day if lodging is not within walking distance. 

Location Information

Westminster University

  • Westminster University is located in the eclectic Sugar House neighborhood of Salt Lake City and is close to the outdoors, the arts, restaurants, unique shops, and the downtown business district, allowing you to cultivate a great National Teacher Institute experience in and out of the classroom!
  • View a map of Westminster University Campus. All CPM events will be held in the Gore School of Business.

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Algebra Tiles Blue Icon

Algebra Tiles Session

  • Used throughout CPM middle and high school courses
  • Concrete, geometric representation of algebraic concepts.
  • Two-hour virtual session,
  •  Learn how students build their conceptual understanding of simplifying algebraic expressions
  • Solving equations using these tools.  
  • Determining perimeter,
  • Combining like terms,
  • Comparing expressions,
  • Solving equations
  • Use an area model to multiply polynomials,
  • Factor quadratics and other polynomials, and
  • Complete the square.
  • Support the transition from a concrete (manipulative) representation to an abstract model of mathematics..

Foundations for Implementation

This professional learning is designed for teachers as they begin their implementation of CPM. This series contains multiple components and is grounded in multiple active experiences delivered over the first year. This learning experience will encourage teachers to adjust their instructional practices, expand their content knowledge, and challenge their beliefs about teaching and learning. Teachers and leaders will gain first-hand experience with CPM with emphasis on what they will be teaching. Throughout this series educators will experience the mathematics, consider instructional practices, and learn about the classroom environment necessary for a successful implementation of CPM curriculum resources.

Page 2 of the Professional Learning Progression (PDF) describes all of the components of this learning event and the additional support available. Teachers new to a course, but have previously attended Foundations for Implementation, can choose to engage in the course Content Modules in the Professional Learning Portal rather than attending the entire series of learning events again.

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Building on Instructional Practice Series

The Building on Instructional Practice Series consists of three different events – Building on Discourse, Building on Assessment, Building on Equity – that are designed for teachers with a minimum of one year of experience teaching with CPM instructional materials and who have completed the Foundations for Implementation Series.

Building on Equity

In Building on Equity, participants will learn how to include equitable practices in their classroom and support traditionally underserved students in becoming leaders of their own learning. Essential questions include: How do I shift dependent learners into independent learners? How does my own math identity and cultural background impact my classroom? The focus of day one is equitable classroom culture. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for Chapter 1 that creates an equitable classroom culture. The focus of day two and three is implementing equitable tasks. Participants will develop their use of the 5 Practices for Orchestrating Meaningful Mathematical Discussions and curate strategies for supporting all students in becoming leaders of their own learning. Participants will use an equity lens to reflect on and revise their Chapter 1 lesson plans.

Building on Assessment

In Building on Assessment, participants will apply assessment research and develop methods to provide feedback to students and inform equitable assessment decisions. On day one, participants will align assessment practices with learning progressions and the principle of mastery over time as well as write assessment items. During day two, participants will develop rubrics, explore alternate types of assessment, and plan for implementation that supports student ownership. On the third day, participants will develop strategies to monitor progress and provide evidence of proficiency with identified mathematics content and practices. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

In Building on Discourse, participants will improve their ability to facilitate meaningful mathematical discourse. This learning experience will encourage participants to adjust their instructional practices in the areas of sharing math authority, developing independent learners, and the creation of equitable classroom environments. Participants will plan for student learning by using teaching practices such as posing purposeful questioning, supporting productive struggle, and facilitating meaningful mathematical discourse. In doing so, participants learn to support students collaboratively engaged with rich tasks with all elements of the Effective Mathematics Teaching Practices incorporated through intentional and reflective planning.